1

Action Summary

This action will support ongoing education and training reform in line with the

needs of the labour market by building a knowledge-based society through

development of the Lifelong Learning process. Implementation of the National

Qualification Framework will determine processes and institutions responsible for

setting up qualifications and Qualification Standards, ways and conditions for

their acquisition, Recognition of Prior Learning, comparison and recognition of

qualifications as well as the mechanisms for quality assurance. Development of

social partnership and Sector (Skill) Councils will provide mechanisms to reduce

mismatch between education offer and economy needs. Optimisation of preschool

network and provision of equipment will allow more efficient use of existing

capacities and better coverage as well as implementation of new approaches

focused on child and improve quality of preschool education. Complementing

support to the early childhood and youth development, social infrastructure will

be enhanced through the modernisation of children and youth playgrounds. In

selected municipalities playgrounds will be reconstructed and refurbished in

order to improve their safety.

INSTRUMENT FOR PRE-ACCESSION ASSISTANCE (IPA II) 2014 -2020

SERBIA

Towards Lifelong Learning

Action Identification Programme Title Annual Action Programme for Serbia (2014)

Action Title Towards Lifelong Learning Action Reference 2014/032-799.08/Serbia/Towards Lifelong Learning

Sector Information

ELARG Sectors Education, Employment and Social policies

DAC Sector 11230, 11240

Budget

Total cost

(VAT excluded)1

5 750 000 EUR

EU contribution 5 750 000 EUR

Management and Implementation

Method of implementation Indirect management

Responsible Unit or

National

Authority/Implementing

Agency

Central Finance and Contracting Unit (CFCU) - Ministry of Finance,

Department for Contracting and Financing of EU Funded Projects

Implementation

responsibilities

For Result 1 and Result 2: Ministry in charge of education

For Result 3: Ministry in charge of youth and sports

Location

Zone benefiting from the

action

Republic of Serbia

Specific implementation

area(s)

Children and youth playgrounds: Belgrade, Novi Sad, Kragujevac,

Subotica, Nis

Timeline

Deadline for conclusion of

the Financing Agreement

31 December 2015

Contracting deadline 3 years after the signature of the Financing Agreement

End of operational

implementation period

6 years after the signature of the Financing Agreement

1 The total action cost should be net of VAT and/or of other taxes. Should this not be the case, clearly indicate the amount of VAT and the

reasons why it is considered eligible.

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1. RATIONALE

PROBLEM AND STAKEHOLDER ANALYSIS

Current developments in market economies show that education and economic development are

closely related and interlinked. The change of economic environment requires different structuring

and organisation of vocational education and training because the competitiveness of economy at the

labour market requires a high level of professionalism and competence of the labour force. Hence the

processes of reconstruction and transformation of education, especially vocational, are preconditions

for the sustainable social and economic development. A common feature of the education reforms

carried out in most European countries is the effort to establish a flexible system of initial and

continuing vocational education and training, with the aim of responding to the changing needs of

labour market. Consequently, the modernisation and reform of vocational education and training is a

complex and long-lasting process. Despite the fact that from year 2001 reform attempts have been

made in Serbia, the general view is that the education system still does not prepare students well for

the world of work; it is not sufficiently responsive to the needs of the economy and does not offer

enough training opportunities for workers to upgrade their skills and improve their employment

prospects.

Establishment of the system of qualifications makes the process of vocational education and training

implementation easier, allows the modernisation of programmes, and enables the functioning of a

quality assurance system. At the same time, it also contributes to the efficiency of the system, to

easier and faster employment of those who have finished vocational education and their professional

mobility. The National Qualifications Framework (NQF) is an instrument which regulates the issues

of qualifications required in the labour market, represents the basis for the implementation of the

concept of lifelong learning and provides support to development of a modern, relevant and flexible

system of education and training. The NQF system determines processes and institutions (bodies,

organisations) responsible for setting up qualifications and Qualification Standards, ways and

conditions for their acquisition, comparison and recognition of qualifications as well as the

mechanisms for quality assurance. Qualifications, i.e. Qualification Standards are an integral part of

the National Qualifications Catalogue. So far the Republic of Serbia has been developing the NQF in

two tracks, the NQF for the levels I to V in secondary vocational education (formal, non-formal and

informal education) and NQF for high education (levels VI to VIII). These two documents have been

developed separately, and at the end of 2013 Ministry formed a working group to develop one

unified/integrated Serbian Qualifications Framework which will include formal, non-formal and

informal education, secondary general and vocational education and higher vocational and academic

education. Implementation and management of the NQF system will call for new regulations on

qualifications and establishing institutions and bodies responsible for this field and will require

building capacities of key national institutions, namely the Council for Vocational Training and Adult

Education, National Education Council and National Council for Higher Education to steer and

oversee the NQF process, the VET and Adult Education Centre to organise the NQF process, develop

qualifications and manage the work of Sector (Skill) Councils (SSC).

One of the main principles of NQF and VET is that they are based on partnership. They are the

common responsibility of various actors, social partners: the Government, employers and trade unions

as well as other interest groups, chambers of commerce, professional associations, high-school

institutions, Universities, science-research organisations, associations, vocational education and

training institutions and the associations of vocational education and training institutions. Still there is

no overall approach to social partnership in education, although first steps have been made in that

direction. A comprehensive concept of social partnership in education will firmly link education with

economy but will call for wide-ranging changes, including legal, financial, fiscal, etc. The needs for

qualifications in the labour market, or the necessary competences in line with technological and social

development, must be continuously upgraded and monitored, which is the key role of Sector (Skill)

Councils. In 2012, with the support of IPA 2008, four pilots SSC were established as a way to

implement the social partnership concept in VET and reduce the mismatch between education and

economic needs. The new law on adult education introduced SSC as bodies of the VET Council,

providing legal grounds for their establishment. Since SSC are new institutions and in order to secure

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their continuous work support will be needed to develop sector profiles as well as to plan

qualifications, linking sector profiles with enrolment policy and school network in VET.

A Qualification Standard is the basis for acquiring a qualification in academic and vocational

education and it represents a set of professional competencies. To create a comprehensive national

qualifications system, integration and co‐ordination of existing qualifications and qualifications

systems in Serbia (the higher education qualifications system, the vocational education qualifications

system, the adult education qualifications system, the system of qualifications within the private

sector, etc.) is necessary. Only the qualifications that are covered and regulated by the National

Qualifications Framework represent qualifications recognised at the national level and are registered

in the National Qualifications Catalogue. Currently there is only several qualification standards

developed and adopted by the VET Council. Further development of the qualification system will

require support for the research and identification of new qualifications and for linking the

qualification system with occupation standards, the national system of classification of occupations

and ISCO 08.

One of the important elements of the NQF is assuring the quality in the processes of developing and

acquiring qualifications. NQF (levels I to V) introduced the concept of Recognition of Prior Learning

(RPL) as one of its sub-systems and once NQF is developed and implemented, it will serve as a tool

for RPL that should enable validation of non-formal and informal learning. The new Law on Adult

Education established legal grounds for implementation of RPL. In order to secure quality in this

process, the capacity of institutions that will carry out RPL need to be strengthened. Also,

development of the RPL system needs to be supported in respect of instruments and procedures that

will provide efficient functioning of this system.

Evidence from EU Member States shows that quality early childhood interventions can bring the

highest rates of return (for individuals) over the entire lifelong learning process, especially for the

most disadvantaged. The Republic of Serbia aims to continue improving its preschool education as

part of the lifelong learning system, building upon the positive outcomes of the IMPRES

(Improvement of Preschool Education in Serbia) program, funded by IPA 2009. Improvement of the

preschool education system means better accessibility and greater coverage, especially for children

from disadvantaged groups. Official figures show a lack of involvement of children in preschool

education. According to data of the Republic Institute for Statistics, in the school year 2011/2012, the

average coverage of preschool education was 54.84%, covering the nursery level (age 0 to 3 years),

kindergarten level (age 3 to 5.5 years) and the preparatory preschool programme (age 5.5 to 6.5

years). The preparatory preschool programme (PPP) is part of compulsory education, implemented in

the year before primary school. In the school year 2012/2013, according to data of the Republic

Institute for Statistics, 70 686 children were of the age group to attend the PPP in the Republic of

Serbia. Of this total, 97.3 % (68,778 children) participated in the PPP.

Particularly low is coverage of children in the four year-old age group in Serbia, with about 47% of

children aged three to five included in preschool education in 2010/2011. Based on the available data,

it can be concluded that the Republic of Serbia still lags behind EU Member States where about 92%

of children in this age group are involved in various forms of preschool education. Data for Serbia

also shows that significantly more children from the Roma population are enrolled in preschool

education in urban areas (10%) as opposed to rural areas (4.1%). Children with disabilities account

for only 1.2% of those enrolled in preschool education, designating the need for a continuation of

reforms.

According to the results of the 2011 population census, the Republic of Serbia has 7 120 666

inhabitants. Approximately, 70 000 children are born annually. Among important findings from the

population census, is that depopulation from less developed to more developed regions in Serbia, as

well as migration from rural to urban settlements is present. When it comes to the life conditions of

children and young people, a number of municipalities in Serbia are faced with the problem of

devastated parks and playgrounds recognising the need for their reconstruction.

Playgrounds are a vital link to nature and open space for children and youth in big cities, where the

reduction of private space leads to an increasing need for public parks and play facilities. Playing is

an important part of every girl’s and boy physical, social, intellectual and emotional development, and

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playgrounds give children the opportunity to socialise with others and develop their own ideas of play

through individual and group activities. One of the major problems, recognized in the new National

Youth Strategy for period 2015-2025, is insufficient physical activity among young people

contributes to the development of many diseases. In that sense, the impact of play areas on children’s

play and physical training is a positive one. There is a notable lack of support for youth initiatives and

infrastructure that promote healthy lifestyles and well-being. Also, certain improvements should be

implemented with respect to installation and playground equipment safety. Some countries have

adopted specific regulation on playground equipment requiring is designed in such a way that ensures

adequate protection against health and safety hazards.

In the last two years municipalities were working on identifying the locations where the

reconstruction is needed. The citizens’ initiative and communication with public has been included in

this process, and the criteria for prioritisation are defined as well, in order to enable proper

prioritisation. The most important criterion is the number of inhabitants living around the park. As a

result, the list of priority locations in need for interventions has been identified. Through this Action

children’s playgrounds will be built in several of the biggest cities: Belgrade, Novi Sad, Nis,

Kragujevac and Subotica.

RELEVANCE WITH THE IPA STRATEGY PAPER AND OTHER KEY REFERENCES

The action is fully in line with the Indicative Strategy Paper’s (the Strategy Paper) approach to build

capacity for inter-institutional cooperation so that more integrated policies, including education

employment and social reform programmes, can be developed and implemented in this area. In the

light of overall reforms of education processes this Action is focused on development of integrated

National Qualifications System that will enable further improvement of the education system in line

with labour market needs and thereby support socio‐economic development for women as well as

men. The NQF is an instrument which will regulate qualifications required in the labour market and

represents the basis for the implementation of the concept of lifelong learning.

This Action Document is contributing to the achievement of the “National priorities for

International Assistance in period 2014-2017 with 2020 projections” (NAD) through

establishment of the NQF system, development of preschool education and refurbishment of

children’s playgrounds. This action will tackle and have influence on all levels of education,

contributing to its quality, coverage and relevance.

As defined in the National Plan for the Adoption of the Acquis 2014-18 (NPAA) adopted in July

2014, the process of approximation to the European regulations and standards at all levels of

education will continue with adoption of the new Law on Secondary Education (harmonisation with

the Council Decision 63/266/EЕС - 31963D0266), Law Amending the Law on Higher Education

(providing for a more efficient and qualitative higher education system, increased availability,

mobility and further alignment with the EU standards), Law on Certification of Qualifications for

Regulated Professions (approximation to the Directive 2005/36/EC on certification of professional

qualifications – 32005L0036) and corresponding implementing legislation. Implementation of this

action will enable Serbia’s NQF to be referenced to the European Qualifications Framework (EQF).

The EQF is a common European reference framework which links countries’ qualifications systems

together, acting as a translation device to make qualifications more readable and understandable

across different countries and systems in Europe. It has two principal aims: to promote citizens’

mobility between countries and to facilitate their lifelong learning.

The EC Progress Report for Serbia 2013 noted that the National Qualifications Framework for all

levels of education has yet to be introduced and Serbia’s participation in the EU’s lifelong learning

programme has yet to be decided. Foreseen in this action the implementation of the NQF system will

facilitate development of Qualification Standards which are based on the economy and labour market

requirement, enable orientation towards learning outcomes, improve co‐operation among relevant

stakeholders, i.e. social partners and secure the international comparability and recognition of Serbian

qualifications.

Furthermore the Action is in line with the Enlargement Strategy in a way that proposed activities

will contribute to the achievement of full compliance with all membership criteria.

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This action is in line with the Europe 2020 strategy for smart, sustainable and inclusive growth

targets. The NQF system will improve access to education, flexibility of paths and the mobility within

the systems of formal and non-formal education thus supporting both women and men to raise their

level of qualification. Preschool education is also linked to a reduction of early school leavers so this

result will also contribute to keeping young people in school over the longer term. Furthermore

development of the criteria for the optimisation of the preschool network will contribute to better

access and coverage of preschool education.

The action is also in line with the South East Europe 2020 Strategy – Jobs and Prosperity in a

European Perspective, through development of NQ System, work on Sector Skill Councils (SSC)

and qualification standards greater emphasis will be placed on developing skills needed on the labour

market.

This action is in line with the Stabilisation and Association Agreement given that implementation

of the NQF will help to raise the level of general education and vocational education and training in

Serbia and include non-formal education. Also it will facilitate achievement of priorities for higher

education systems set in the Bologna Declaration.

The Strategic framework for European cooperation in education and training (ET 2020) until

2020 aims at supporting further development of educational and training systems in a lifelong

learning perspective, covering all levels and contexts (including non-formal and informal learning).

One of the strategic objectives is making lifelong learning and mobility a reality for which

implementation of NQF system is prerequisite.

The Strategy for Development of Education in Serbia by 2020 defines four main long-term

objectives which are all related to and conditioned by implementation of the NQF system as well as

the continued development of preschool education.

The new National Youth Strategy for period 2015-2025, recognize the problem of insufficient

physical activity among children and young people. There is a notable lack of support for youth

initiatives and infrastructure that promote healthy lifestyles and well-being. „Supporting the

construction, reparation and renovation of public spaces designed for the youth to spend quality

leisure time” is one of the defined activities within the specific goal: Created conditions for the

development of healthy lifestyles of young women and man.

The Strategy on Sports Development in the Republic of Serbia for the period 2014-2018 was

adopted at the end of 2014, along with the Action Plan for its implementation. The main objectives of

the Strategy include the promotion of the school and university sports, development of sports infra-

structure, provision of conditions for development of top sports and professional sports, and increase

in the number of persons practicing sports in all population segments, especially among children,

young people, women, persons with disabilities and among the elderly persons.

SECTOR APPROACH ASSESSMENT

Strategic Framework

The Human Resources and Social Development (HRSD) sector encompasses employment, labour

market issues, education, social inclusion, health and youth. The HRSD sector counts 25 strategies,

including cross-sector ones. Overall, the thematic spread of the HRSD development is too broad for a

single strategy in the sector. However, overlapping strategies demonstrate the necessity to systematize

the synergies within the sector. Therefore, the Employment and Social Reform Programme (ESRP),

will be adopted by the Government to act as an overarching strategy for the sector as a whole.

The sub-sector key and updated strategies indicating how Serbia will proceed towards the

achievement of common goals of the EU and setting core priorities are the National Employment

Strategy 2011-2020 and the Strategy for Development of Education in Serbia by 2020. The Strategy

for Development of Education in Serbia by 2020 was adopted in 2012 and is closely related to the

previously adopted Vocational Education Development Strategy in the Republic of Serbia2. The

strategy defines four main objectives for long-term development of the education system in Serbia: 1.

2 Official Gazette of the Republic of Serbia, no. 1/07

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Improvement of the education process and outcomes; 2. Greater involvement of Serbian citizens at all

levels of education, from preschool to life-long learning; 3. Achieving and sustainability of the

education relevance, and the structure of the education system which is in accordance with the

individual development needs; economic, cultural, research, educational, public, administrative and

the other systems; 4. Improved efficiency of the use of educational resources to which this Action

Document is closely related. Currently the Ministry is developing an Action Plan for the

implementation of the Strategy.

Sector Lead Institution and Capacity

The number of entities active in the HRSD sector makes the institutional setting of the sector very

complex and widespread. Although there is no HRSD lead institution per se, depending on the topic

and in the case of specific task, relevant Ministry and/or institution takes the role of lead institution.

The lead institution in the context of this Action Document is the Ministry in charge of education. The

Ministry implements, monitors and supervises implementation of standards in preschool, elementary,

secondary and higher education; enables expert pedagogical supervision in preschool, elementary and

secondary education and establishes student standards and supervise the expert work in higher

education; evaluates the professional development of employees in the education sector and

attainment of education objectives; and supports construction and maintenance of educational

infrastructure in preschool, elementary, secondary and higher education.

The workload of the Ministry in charge of education, science and technological development will be

substantial. The Ministry will be in charge of management of contracts in the context of HRSD and

Competitiveness sectors. Taking into consideration the staff utilisation ratio in the context of the

HRSD sector it shall be stressed out that the total staff utilisation ratio of the PMU staff within the

Ministry in charge of education, science and technological development for management of IPA 2012

and 2013 contracts in both sectors will be close to saturation. This refers to the fact that although the

Ministry PMU will not employ full capacities for management of IPA 2012 contracts in the HRSD

sector (1 service and 1 supply – centralised management by DEU) and IPA 2013 in the

Competitiveness sector (1 Direct Grant and 1 Contribution Agreement - decentralised), management

of IPA 2012 and 2013 contracts will employ a high proportion of capacities indicating that the

Ministry in charge of education, science and technological development will have to carefully plan

and sequence IPA II sector programmes (2014-2016 time frame).

Sector and donor coordination

The Sector Working Group (SWG) for HRSD is responsible to coordinate activities related to

programming of EU funds and other international assistance, to propose relevant measures and

activities. The Group is formally established by NIPAC’s Decision. The composition, functioning,

management and organization of all SWGs is regulated by the Rules of Procedures for Sector

Working Groups for Programming of IPA funds and other development assistance. The mechanism of

SWG has two dominant functions:

1) To provide transparency and wide participation of relevant partners and stakeholders through all

stages of IPA II programming process. The secretariat for SWGs is provided by the Serbian European

Integration Office (SEIO) as a NIPAC TS/BCPME (Body responsible for coordination of

programming, monitoring and evaluation), which is responsible for organizing and managing this

mechanism.

2) Effective and efficient aid coordination which is led by a ‘task force’ composed of the lead national

institution, the lead donor and NIPAC TS/BCPME.

In order to enable more inclusive and transparent dialogue, consultation and communication with all

relevant stakeholders sectors, SEIO established Sectorial Civil Society Organisations (SECOs), a

consultation mechanism with the Civil Society Organisations (CSOs). Members of SECO are

participating at the SWG meetings and take part in consultation processes for analysing sector priority

goals, measures and operations for financing from EU funds and international assistance. SECO and

SWG are part of the consultative process that leads to the elaboration of SPD and ADs.

Sector budget and medium term perspective

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Important steps in the direction are being undertaken with a preparation for programmes budgeting

which is legally mandated to be introduced in year 2015 for all budget beneficiaries. Currently

fourteen institutions are implementing the Programme based budget. In the HRD sector, the Ministry

of Education, Science and Technology Development is one of the three out of the fourteen pilot

institutions that are currently implementing the Programme based budget.

In accordance with the Programme Budgeting Instructions (PBI), the Programme based budget in the

pilot institution the Ministry of Education, Science and Technology Development is structured

through Programmes and activities/projects. A programme budget is developed in line with medium-

term beneficiary’s plans and other strategic documents that relate to their competencies. A

programme is a set of measures undertaken by the budget beneficiary in line with its key

competencies and medium-term objectives. Each programme is made up of independent yet closely

interlinked components, activities and/or projects. Each programme and projects has objectives. In

addition, indicators have also been developed.

In the pilot institution, Ministry of Education, Science and Technology Development, there are eight

Programmes with related projects. The Programmes are: Organisation and monitoring of the

education system with 5 related projects, Pre-school education with 3 related projects, Elementary

education with 6 related projects, Secondary education with 6 related projects, Higher education with

4 related projects, Support services in Education with 3 related projects, Student standard with 4

related projects, Support to Institute for the development of education with 1 related project and

Support for Quality evaluation in education.

Performance Assessment Framework

The sector Performance Assessment Framework (PAF) is currently under development. For the

time being the sector PAF is based on two key mechanisms: (i) system of indicators which have been

developed to accompany the document ”National Priorities for International Assistance for period

2014-17 with 2020 projections (NAD)” and (ii) periodical review of the implementation of strategies

and action plans relevant for the sector.

A result-based system of indicators accompanying the NAD defines baseline and target values

(benchmarks) for the period up to 2020 and will be revised in 2017. Indicators are linked to the

relevant sector priorities and measures defined in the NAD. Definition of the NAD indicators took

into account the availability of information and their sources (statistics, information that are collected

by sector institutions, etc.); sector indicators used in the PEP (Pre-Accession Economic Programme)

and internationally accepted indicators measured by the relevant IO/IFIs. It is important to note that

the NAD indicators and targets have been prepared by the responsible sector ministries in

consultation with SEIO, Sector Civil Society Organisations and key donors. NAD HRSD sector

priorities were formulated at the level of national sector strategy objectives and are therefore set at the

impact level of national public policies (Context indicators). The indicators at the level of NAD

HRSD sector measures were designed to measure impact taking into account mainly international

assistance (Programme indicators).

LESSONS LEARNED AND LINK TO PREVIOUS FINANCIAL ASSISTANCE

The Human Resource and Social Development sector has received substantial assistance from the

international donor community over the period 2007-2012, with estimated total disbursement

amounting to 425 000 000 EUR. The largest and most important donor in the sector has been the EU

with total disbursement within IPA component I amounting to 213 000 000 EUR in the period 2007-

2013.

In the education sub-sector, assistance under IPA I has been focused on strengthening institutional

capacities and support to VET reforms and development of the NQF, design and implementation of

quality assurance systems in primary and secondary education (and VET), support to early inclusion

of vulnerable children in the education system, establishment of a system of “second chance” –

functional elementary education for adults, and improvement of the quality of higher education

teaching and infrastructure. Multi-Beneficiary IPA funds for the Western Balkans and Turkey have

enabled Serbia to participate in numerous programmes since 2007, including the following in the

HRSD sector: Erasmus Mundus Actions 1 and 2 (2007-2013) are building understanding and mutual

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enrichment between the European Union and Serbia by promoting the mobility of students and

academic staff in higher education; Tempus (2007-2012) has achieved positive results in terms of

encouraging reform and the process of modernisation in individual universities, faculties and

departments in Serbia, particularly with regard to exposing university staff to higher education

institutions in an EU environment and to implementing the Bologna process; Regional Support for

Inclusive Education (2012) will endeavour to promote inclusive education and training through

awareness-raising, mutual learning and capacity building measures; Youth in Action has supported

non-formal education and youth by supporting exchanges of young people and those active in youth

work and youth organisations as well as initiatives that reinforce young people’s mutual

understanding, sense of solidarity and tolerance (2007-2013). Other donors, namely the World Bank,

EIB, UN organisations (UNDP, ILO, UNICEF, IOM, etc.) and bilateral aid from Austria, Germany,

Italy, the Netherlands, Norway, Spain, Sweden, Switzerland and the United Kingdom, have been

supporting reforms in the HRSD sector. VET reform is complemented by bilateral support from the

German government and the Austrian government, while the establishment of the teacher training

system is supported by the Swiss government.

IPA 2008 Municipal Infrastructure Support Programme (MISP) aimed to strengthen capacity in

Serbia, to develop and implement policy reforms on the decentralisation of local government leading

to improved local governance, better management of municipal infrastructure services, and the

capacity of municipalities to programme and absorb EC investment funds for new and rehabilitated

assets. This will be achieved by: improved institutional and regulatory framework for municipal

infrastructure services and support for Public Utility Companies (PUC) transformation, improved

municipal infrastructure programming and project preparation as well as implementation of selected

municipal infrastructure projects. The EU Progress Programme should be mentioned as one of the

initiatives that contributed significantly to childcare in south and south-west Serbia. Its list of relevant

activities of support to this underdeveloped region of Serbia, list of relevant linked activities includes:

building of additional facilities adjacent to the existing kindergarten in Tutin, construction of a child-

care centre in the Municipality of Raska, equipping and finishing works on the Kindergarten in LC

Bukovica in Ivanjica Municipality, "Škola u prirodi" - infrastructure for special training of the

children and youth with disabilities.

However, although the Report on the “Evaluation of the effectiveness and efficiency of development

assistance to the Republic of Serbia per sector” assesses relevance of the assistance to the HRSD

sector as very high, the general conclusion related to the effectiveness and efficiency is that it is

medium, while the overall rating of the impact and sustainability is low. It is concluded that in the

education sub-sector and VET, further support should be given to the development of an effective in-

service teacher training for all levels. A financially-viable system for updating/raising the skills and

competences of teachers in line with modern standards is still to be developed and implemented.

There is also a case for applying the principles and methods of inclusive education to the VET sector.

Finally, a concerted effort to establish a process of lifelong learning is needed.

The beneficiary's sense of ownership is the key to the success of the action. Therefore, a close and

regular involvement of the beneficiary from the very early stages of the activities and throughout the

entire project cycle is of utmost importance. Active participation of all relevant institutions and their

representatives as well as political will and commitment to the reforms is required in order to

facilitate implementation and move from the policy to the practice. Experience shows that

municipalities very often underestimate or even neglect the costs for maintenance of facilities

implemented for and handed over to them. Therefore formal agreements (i.e. Memoranda of

Understanding) regarding maintenance will be signed with the selected municipalities’ relevant

services. Despite the serious infrastructure deficit at the municipal level, it is vital that the

municipalities properly prioritise their needs.

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2. INTERVENTION LOGIC

LOGICAL FRAMEWORK MATRIX

OVERALL OBJECTIVE OBJECTIVELY VERIFIABLE INDICATORS SOURCES OF

VERIFICATION

To support the ongoing education and training reforms, including in the area of

preschool education and lifelong learning process, in line with the needs of the labour

market

1. Increased part of population covered by adult education and lifelong

learning programmes

2. Proportion of children attending preschool education increased 3. Percentage population aged 30-34 having completed tertiary education

increased

4. Percentage youth aged 20-24 having attained at least upper secondary level education increased

SORS/EMIS, Eurostat, ,

Annual Innovation Union

Scoreboard report

SPECIFIC OBJECTIVE OBJECTIVELY VERIFIABLE INDICATORS (OVI) SOURCES OF

VERIFICATION

ASSUMPTIONS

To develop an enabling environment for the Lifelong Learning process 1. Established a continuing work of all Sector (Skill) Councils.

2. Institutions accredited for recognition of prior learning 3. Optimised network of preschool institutions - Networks of preschool

institutions defined more optimally in accordance with new procedures

developed by local self-governments (LSGs) 4. At least 17000 children regularly using newly refurbished playgrounds

Education Gazette

SORS/EMIS MESTD, database from the

Institute for Improvement of

Education

Implementation of AP for

the Education Strategy LSG support to broaden the

development of preschool

education

RESULTS OBJECTIVELY VERIFIABLE INDICATORS SOURCES OF

VERIFICATION

ASSUMPTIONS

Result 1: Integrated National Qualification Framework system for lifelong learning established.

1. Laws, bylaws adopted regulating NQ system 2. Number of trainings, workshops organised for National Education Council,

Council for Vocational Training and Adult Education, HE Council and VET

and Adult education Centre 3. Concept of Social partnership in education adopted

4. Number of Sector profiles developed

5. Number of Qualification Standards developed

6. Instruments and procedures for quality assurance of RPL system

Official Gazette Education Gazette

Annual MoESTD report

Active participation of all 3 education Councils

Continuous political and

financial support from the government

Continuous commitment

and cooperation between

National and Local

institutions in planning and

implementation of the activities

Result 2:

Preschool education systems reforms continued to enable a constructive start to

lifelong learning

1. Number of trainings completed by teachers, expert associates and mentors

2. Training program for employees in local governments prepared with a

focus on the optimisation of the network of preschool institutions and promoting preschool education

3. Number of trainings held for (LSGs)

4. Act on optimisation of the network of preschool institutions adopted 5. Number of preschool institutions equipped (with the supplies that are

needed for more child-focused preschool education)

MESTD, database from the

Institute for Improvement of

Education Official Gazette

Statistical data

Result 3. Enhanced social infrastructure through reconstruction, refurbishment and improved

safety conditions of Children' playgrounds.

1. 20-25 playgrounds reconstructed Occupational permit Mid-term and final Activity

Report

Final beneficiaries will allocate funds for

maintenance costs

ACTIVITIES MEANS OVERALL COST ASSUMPTIONS

Activities to achieve Result 1:

Activity 1.1. Development of integrated National Qualification System

Activity 1.1. – Technical Assistance Total cost for the entire

Action is 5 750 000 EUR

Adequate capacities in

relevant institutions to

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Strengthening management and professional capacities of National Education

Council, Council for Vocational Training and Adult Education, HE Council and Ministry of education, science and technological development to steer and

oversee the NQF process;

Strengthening administrative and technical capacities of VET and Adult Education Centre to organise the NQF process and manage the work of Sector

(Skill) Councils;

Development of draft laws and by laws, rules and procedures to enable

implementation of NQ system,

Development of social partnership concept and supporting the work of Sector

Skill Councils

Development of qualification standards and standards for education programmes

Development of accreditation and licencing system for recognition of prior learning

support and coordinate the

process.

Activities to achieve Result 2:

2.1. Preparation and implementation of training programs for LSG employees

Prepare a training program for the optimisation of the network of preschool

institutions

Prepare a training program for the optimisation of the network of preschool

institution to promote preschool education

Conduct trainings on the development of an optimal network of preschool institutions at the local level

Create documents on the network of preschool institutions at the local level

Deliver training to promote pre-school education

Develop promotional materials 2.2. Implementation of training for teachers, expert associates and mentors

Organisation and implementation of 3 days training for 1500 teachers and expert associates in preschool institutions

Organisation and implementation of 5 days training for 100 mentors

Monitoring and evaluation of training

2.3 Equipping of preschool institutions

Visits to preschool institutions based on the prepared needs assessment

Distribution of equipment

Training of the preschool institutions staff for handling the equipment

Activity 2.1. – Technical Assistance

Activity 2.3. – Supply contract

LSGs are prepared to

develop optimal networks of preschool institutions

Needs assessments yield the

priority supplies that are needed to advance the

child-centred focus of

preschool instruction

Activities to achieve Result 3: 3.1 Reconstruction and refurbishing of children and youth playgrounds

3.2.Supervision of works

Activity 3.1. – Work contract Activity 3.2. – Supervision of works

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ADDITIONAL DESCRIPTION

Activities related to Result 1 are aimed at assisting the Republic of Serbia to develop and implement

the integrated National Qualification System. With assistance of European Training Foundation, IPA

07 “Modernisation of the VET System in Serbia” and IPA 08 “Support for quality assurance within

the national primary and secondary education examination system”, the NQF document for levels I to

V was developed. It is expected that IPA 12 “Increasing the capacity of the Serbian VET system in

improving the quality, coverage and relevance of the vocational education and training” will provide a

unified/integrated NQF document for all levels and types of education that will present bases for

development of the NQ System within this action. Assistance will be provided for institution building

of the NQ System, by mapping the processes and institutions in the NQ System, capacity building of

identified institutions and bodies and providing legal bases for the operationalisation of these

processes (rules and procedures). In developing the NQ System quality assurance principles will be

integrated into the system matching and building upon IPA 08 results in assuring quality in the

process of obtaining qualification. Building upon experience of IPA 08 in piloting 4 SSC, assistance

for Sector (Skill) Councils, social partnership in education and training will be further developed by

identifying its modalities on different levels (local, regional and national level) thus providing for

better planning of qualifications and school network. Also, continuous work of the SSC will be

supported by development of a methodology for development of the Sector Profiles which presents

bases for informed work of the SSC and for better matching education offer with the labour market

needs. Furthermore at school and individual levels, social partnership will provide better cooperation

between local community, enterprises, and schools, securing professional practice and enabling

students to obtain skills and competencies needed for employment and further education. Apart from

Sector Profiles, an instrument for planning of qualifications that would link sector profiles with

education and enrolment policy and school networks in VET will be developed. In order to further

develop the qualification system to populate the NQF with qualifications (National Catalogue of

Qualifications), assistance will be provided in research and identification of new qualification and for

linking the qualification system with occupation standards, the national system of classification of

occupations and ISCO 08. As an element or sub-system within the NQ system, Recognition of Prior

Learning (RPL), will be supported with respect to instruments and procedures that will provide

efficient functioning of this system and quality assuring accreditation and licencing of providers.

Development of RPL will build upon findings and results achieved within the IPA 07 project that

piloted an RPL model in selected schools (Regional training centres for adult learning).

Activities leading to Result 2 will help the Republic of Serbia to promote inclusion in preschool

education through the optimisation of space capacities, better needs analysis and improved access to

preschool education for children from disadvantaged families. Outputs of the IPA 09 IMPRES project

serve as the foundation upon which the aims of this result are built. Activities will comprise

strengthening the professional capacities of LSGs to optimise the network of preschool facilities at the

local level in accordance with the Government's document regarding the criteria for the network of

preschool institutions and facilities; raising the professional capacity of educators in preschool

institutions; and providing some of the material support for inclusion in preschool education for

children from socially disadvantaged families. A promotional campaign will be designed and

implemented to help raise public awareness about the necessity and the importance of early

involvement of children in the educational system. Also, a need assessment will be conducted to

produce a list of priority supplies that are most needed as teaching tools for preschool institutions. The

supply contract will help to equip target preschool institutions with these priority items, many of

which will have been identified as part of this action.

Activities leading to Result 3 correlate to the preschool education because social infrastructure should

be also taken into consideration as additional, especially important component in improving the

quality of life and contributing to the early childhood development. Furthermore, this activity should

contribute to enhanced capacity of young women and men to spend quality their leisure time, and take

part in sports and recreational activities. The list of priority locations have been identified taking into

consideration the density of children population as well as existing conditions at these public areas.

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Children and youth play areas haven’t been renewed for more than 20 years, with outdated equipment

jeopardising children’s safety. Therefore, their reconstruction would make significant change in terms

of improvement of children safety, in line with the EU standards on playground equipment (EN1176

Playground Equipment Standard). To be more specific, it is expected that around 700 children and

young people would benefit per reconstructed playground. In that sense, the special value of this

initiative is reflected in improvement of children’s safety and promotion of healthy lifestyle among

youngsters,, while contributing to more pleasant environment that offers significantly better life

condition. This activity focuses on the reconstruction of 20-25 playgrounds in five municipalities

including procurement and installation of the equipment that complies with the safety standards. The

activity is designed in a way to contribute to the visibility of the EU. This effect is planned to be

achieved through specific thematic design that will be embedded at rubber surface and decoration of

parks.

3. IMPLEMENTATION ARRANGEMENTS

ROLES AND RESPONSIBILITIES

This Action Document under IPA II assistance was prepared and will be implemented and managed

in accordance with provision of respective legislation, implementing and operating agreements and

procedures.

In the context of the institutional framework for HRSD sector, the following institutions have been

responsible for programming, implementation, monitoring and evaluation of the interventions

foreseen under this action document: the Ministry in charge of Education and the Ministry in charge

of Youth, as well as SEIO as a NIPAC TS.

Other bodies and actors such as the CFCU as a Contracting Authority, NAO SO, NF, and EU

Delegation have specific roles in the programming and implementation process in line with respective

legislation and procedures and depending on the determined modality of implementation (Direct vs.

Indirect). The Ministry in charge of education is final beneficiary and end recipient of the

support foreseen under Result 1. The Ministry will have to secure active participation and

coordination of all relevant institutions, namely the National Educational Council, the National

Council for Higher Education and its Commission for Accreditation and Quality Assurance, the

Council for Vocational Education and Adult Education, the Institute for Education Quality and

Evaluation, the Institute for the Improvement of Education, Conference of Serbian Universities

(CONUS), Conference of Academies of Professional Studies (CAPS) Ministry in charge of

employment, National Employment Service, representatives of employers, schools and faculties.

The Ministry in education is final beneficiary while the preschool institutions in selected local

self-governments are end recipients under Result 2. Prior to the start of activities, the line Ministry

will identify target LSGs and preschool institutions. Service contract will support updating of the

needs assessment and technical documentation for the supply contract.

The Ministry in charge of youth is final beneficiary, while the local self governments (selected

children and youth’s playgrounds) are end recipients under Result 3. Prior to the start of this

activity the Ministry in charge of youth will have to establish close cooperation with municipalities

and their services/public companies responsible for the playgrounds to select their exact locations.

The share of responsibilities for implementation of this Action Document is as follows: The Ministry

in charge of Education will have the overall responsibility for managing the implementation of the

Service and Supply contracts foreseen in this Action for Results 1 and 2, through its Department for

International Cooperation, European Integration and Projects. Furthermore, the Ministry in charge of

Education is responsible for preparation of all necessary documentation in order to secure timely

implementation of operations and its submission to the Contracting Authority (CFCU) that will hold

responsibility for the management of procurement and contracting. The Ministry will secure that all

institutions involved in implementation and monitoring are structured in a way to fulfil their tasks and

responsibilities. The Ministry in charge of youth will have responsibility for managing the

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implementation of contracts pertaining to Result 3 – Children playgrounds, Works and Service

contracts (supervision of works).

IMPLEMENTATION METHOD(S) AND TYPE(S) OF FINANCING

Result 1: Integrated National Qualification Framework system for lifelong learning established

The activities under the result 1 will be implemented through service contract.

The Ministry in charge of education is responsible for the implementation of activities to achieve

Result 1.

There is no national co-financing foreseen.

Result 2: Preschool education systems reforms continued to enable a constructive start to

lifelong learning

The activities under the result 2 will be implemented through service contract and supply contract.

The Ministry in charge of education is responsible for the implementation of activities to achieve

Result 1.

There is no national co-financing foreseen

Result 3: Enhanced social infrastructure through reconstruction, refurbishment and improved

safety conditions of Children' playgrounds.

The activities under the result 3 will be implemented through works contract and service contract.

The Ministry in charge of youth is responsible for the implementation of activities to achieve Result

3.

There is no national co-financing foreseen.

4. PERFORMANCE MEASUREMENT

METHODOLOGY FOR MONITORING (AND EVALUATION)

Monitoring of the progress in implementation of actions will be done in accordance with the

respective rules and procedures for monitoring under indirect management mode. Manuals of

procedures include detailed procedure for monitoring on different levels with clear responsibilities

and deadlines in the monitoring process.

IPA II monitoring process is organised and led by the NIPAC/ Serbian European Integration Office

(SEIO) as a NIPAC TS/BCPME. National IPA Coordinator (NIPAC) is the main interlocutor between

the Serbian government and the EC regarding strategic planning, co-ordination of programming,

monitoring of implementation, evaluation and reporting of the overall IPA assistance and is

responsible for ensuring the linkage of IPA assistance to the EU accession process. NIPAC monitors

the process of programming, preparation and implementation as well as the sustainability and effects

of actions aiming to improve these processes, timely identification, remediation and alleviation of

potential problems and issues in the process of programming and implementation of Action

documents.

Through the support of the NIPAC TS/BCPME (SEIO), the NIPAC is responsible to establish the

monitoring procedure and roles and responsibilities of the institutions in the programming and

monitoring process. Furthermore, with the support of NIPAC TS/BCPME (SEIO), NIPAC is

responsible to establish, chair and organise the work of the IPA Monitoring Committee (IPA – MC)

and submits to the EC annual and final reports on the overall IPA implementation. In addition,

NIPAC establish, chair and organise the work of the IPA Sectorial Monitoring Committees (SMCs),

prepare regular monitoring reports for the Government and the EC based on the reports drawn up by

the final beneficiaries responsible for implementation, it reports on the formulation and

implementation of Action Documents, monitor the fulfilment of preconditions for the initiation of

public procurement procedures and organise the process of evaluation of IPA support. The NIPAC

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prepares regular reports for the IPA Monitoring Committee that includes information on status and

progress in implementation of all relevant actions. In addition, NIPAC prepares reports to be

examined by the NAP Sector Monitoring Committees. Monitoring process envisages participation of

various stakeholders such as EC/EUD, NIPAC/NIPAC TS/BCPME, final beneficiaries, CFCU, NF,

AA and other institutions and civil society organisations.

In line with institutional set up in HRSD sector, monitoring and reporting on activities foreseen under

this Action document will be organised and performed within the monitoring framework elaborated

above and through the structure and roles described under sections 2. Roles and responsibilities and

3. Implementation method and type of financing.

So as to avoid duplication of monitoring systems, the system of NAD indicators and indicators of

relevant national strategies were used for the preparation of the Action, thus allowing harmonization

of PAF with the monitoring provisions defined by the procedures.

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INDICATOR MEASUREMENT

Indicator Description Baseline

(year)

Last

(year)

Milestone

2017

Target

2020

Source of information

(%) Life-long learning: share of persons aged 25-

64 having participated in education and

training (at any time during a four week

period prior to being surveyed)

2012

3,6

Eurostat

Innovation Union

Scoreboard indicator

Percentage population aged 30-34 having

completed tertiary education3

2013

69

Eurostat

Innovation Union

Scoreboard indicator

Percentage youth aged 20-24 having attained

at least upper secondary level education4

2013

104

Eurostat

(%) Increased coverage of children with preschool

education

2012

46%

2014 75% 85% Data of the Republic Institute for Statistics

(Number of) Established a continuing work of all Sector

(Skill) Councils (SSC).

2012

4SSC

2013

4 SSC

20 SSC 20 SSC Report of IIE, Ministry in charge of

education

(Number of) Institutions accredited for recognition of prior

learning

2012

0

2013

0

10 Strategy implementation Report, Ministry in

charge of education

(%) Optimised network of preschool institutions 2012

5,5%

2014 70% 100% Act on criteria for the network of preschool

institutions, Gazette of LSG

(Number of) At least 17000 children and young people

regularly using newly refurbished

playgrounds

2013 N/A 17000 17000

Action output indicator (%) Laws, bylaws regulating NQ system adopted 2013

0

100% Official and Education Gazette, Ministry in

charge of education

Yes/No Concept of Social partnership in education

adopted

2013

No

Yes Annual Report of Ministry in charge of

education

Yes/No Adopted Instruments and procedures for

quality assurance of RPL system

2013

No

Yes Education Gazette, Ministry in charge of

education

(%) Act on optimisation of the network of

preschool institutions adopted

2012

10%

2014 70% 100% Gazette of LSG

(Number of)_ 20-25 playgrounds reconstructed 2013

No

N/A Yes Yes Mid-term and final Activity Report

3 (Performance relative to the EU where the EU = 100) 4 (Performance relative to the EU where the EU = 100)

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The European Commission may carry out a mid-term, a final or an ex-post evaluation for this Action

or its components via independent consultants, through a joint mission or via an implementing partner.

In case a mid-term or final evaluation is not foreseen, the European Commission may, during

implementation, decide to undertake such an evaluation for duly justified reasons either on its own

decision or on the initiative of the partner. The evaluations will be carried out as prescribed by the DG

NEAR guidelines for evaluations. In addition, the Action might be subject to external monitoring in

line with the European Commission rules and procedures set in the Financing Agreement.

5. CROSS-CUTTING ISSUES

ENVIRONMENT AND CLIMATE CHANGE (AND IF RELEVANT DISASTER RESILIENCE)

The action will have no negative environmental effects. Additionally, sustainability and

environmental protection are taken into account throughout programme management and

implementation. Through awareness raising the action will help to mainstream the need of

environmental protection and the role of individual citizens and civil society in that process, as well as

an understanding of global trends and authorities' obligations in that arena. The reconstruction works

will be consistent with Environmental implications as set out in relevant Regulations consistent with

the Law on Environmental Protection.

ENGAGEMENT WITH CIVIL SOCIETY (AND IF RELEVANT OTHER NON-STATE STAKEHOLDERS)

In order to associate civil society and other relevant stakeholders in the design and implementation of

the SPD and in general in programming of international assistance, SEIO established a statutory

consultation process with the representatives of Civil Society Organisations. This mechanism is based

on the consultative process with Sectorial Civil Society Organisations (SECOs) and serves as a

platform that enables exchange of information and contribution of CSOs in relation to planning

development assistance, particularly programming and monitoring of the Instrument for Pre-

Accession Assistance (IPA). The SECO consortium for the HRSD sector has intensively been

involved in preparation of the NAD, preparation of the SPD and preparation of this Action Document

within the framework of HRDS SWG and thus actively contributed to the creation of

recommendations within the network which influenced on decision related to identification of the

activities presented in this Action Document.

Furthermore, based on EC evaluations, consideration will need to be given to broadening the Steering

Committee’s membership to ensure that cross-cutting issues at the sector level are fully integrated

into the delivery of IPA II assistance. This may call for the inclusion of relevant representatives from

civil society as appropriate.

In developing the NQF system CSOs will be included and consulted as a part of working groups that

will be formed for different aspects/issues (accreditation, RPL, etc.). As for the preschool education,

CSOs will be included at the local level as a means of encompassing a consultative approach in the

preschool network optimisation. Same model will be used in selecting locations for the children’s

playgrounds.

EQUAL OPPORTUNITIES AND GENDER MAINSTREAMING

Based on the fundamental principles of promoting equality and combating discrimination,

participation in the actions activities will be guaranteed on the basis of equal access regardless of

racial or ethnic origin, religion or belief, disability, sex or sexual orientation. The gender equality

issue will work in line with the National Strategy for Improved Status of Women and Gender Equality

Promotion (2009-2015) which comprises fields concerning the participation of women in the

economic area through mechanisms to improve women’s political position, education, health, the

problem of violence against women, and other issues that will contribute to a changed role and

position for women in Serbia.

MINORITIES AND VULNERABLE GROUPS

The action will be sensitive to minority issues and will ensure access for all ethnic groups to resources

and services. The needs of minorities will be considered as an integral part of the Action.

Activities related to preschool education will improve access to preschool education for children from

disadvantaged families. Also in developing and delivering trainings specific needs of children from

disadvantages families and minorities will be taken into consideration and incorporated. As for the

children playgrounds, all children will use children playgrounds no matter of their nationality of

vulnerability.

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Anti-Corruption

The Anti-corruption National Strategy (2013-2018) and accompanying Action plan, envisages

preparation of integrity plans as a preventive measure in the fight against corruption, enabling

institutions to apply self-control in the implementation of their competences. In 2012 the OECD have

produced a report on “Strengthening Integrity and Anti-Corruption in Education, Serbia” as an

evidence-based approach for targeting and eradicating corruption in education systems. In

implementing this action, recommendations and findings from the Report will be taken into

consideration and safeguard measures will be integrated into procedures.

6. SUSTAINABILITY

This action responds to national priorities stated in the national strategic framework and policy

(Strategy for Development of Education in Serbia by 2020). In addition, this action builds on the

impact of prior actions supported under previous IPA assistance and enables continuity and follow-on

reached achievements. In this sense, national institutions (e.g. Council for Vocational Training and

Adult Education and Ministry of education, science and technological development, VET and Adult

education Centre), will be further empowered to steer and oversee the National Qualification System

and its process. Development and adoption of a legal framework will provide sustainability and

demonstrate commitment of the beneficiary.

Active participation of LSGs that are primarily responsible for financing preschool education and

infrastructure will enable development of a preschool institution network that is tailored to the needs

of individual local communities and their resources, thus securing sustainable financing and

incorporation of foreseen costs into local budgets.

Maintenance of reconstructed children playgrounds will be under the responsibility of the relevant

municipalities’ services (public companies). The funds for this purpose are provided from the local

budgets on the annual basis, and transferred to responsible local services. Public companies (PC) are

responsible for parks although there are differences in approaches. The differences mainly derive

from different set up of organisations at the local level.

7. COMMUNICATION AND VISIBILITY

Communication and visibility will be given high importance during the implementation of the Action.

The implementation of the communication activities shall be the responsibility of the beneficiary, and

shall be funded from the amounts allocated to the Action.

An integral part of each activity in the AD will be the definition of a communication strategy and

related visibility activities. These activities will be carried out in order to raise the profile of the

activities, to increase awareness among various target audiences and to ensure successful

communication of information about the operations and results that will be accomplished.

All actions and tools will be fully aligned with the EU visibility guidelines “Communication and

Visibility Manual for EU External Actions”. Through development of a communication strategy

communication objectives will be set, enabling successful identification of visibility activities (in

order to pull existing resources and create maximum impact when directed to the target groups).

Furthermore, a communication strategy will identify target groups (as recipients of the information);

identify key messages (to be transferred to targets in a way to motivate them to perceive information

in the desired manner) and set up a communication approach.

Visibility and communication actions shall demonstrate how the intervention contributes to the agreed

programme objectives and the accession process. Actions shall be aimed at strengthening general

public awareness and support of interventions financed and the objectives pursued. The actions shall

aim at highlighting to the relevant target audiences the added value and impact of the EU's

interventions. Visibility actions should also promote transparency and accountability on the use of

funds.

The following actions and tools should be carried out: definition of visual identity standards;

preparation of written materials (factsheets, training compendia, manuals, etc.); production of branded

20

material (panels, folders, promotional material); website; events (trainings, retreats, workshops, round

tables, initial and closing events).

Communication and visibility will be ensured through information and promotion campaigns that will

be implemented from the very beginning of the action.

It is the responsibility of the beneficiary to keep the EU Delegation fully informed of the planning and

implementation of the specific visibility and communication activities. The beneficiary shall report on

its visibility and communication actions in the report submitted to the IPA monitoring committee and

the sectoral monitoring committees.